This paper presents stories prospective teachers tell about interactions with and evaluations of former teachers. These interactions between remembrances of past school experiences and projected or current teaching practice have the potential to reinterpret the past making it useful in the present. Data were gathered from interviews and an analytic distinction is drawn between the stories themselves and the particular beliefs or action theories the informants value. For teacher educators, the tales are strongly related to present beliefs about teaching. Remembrance potentially forms a powerful part, negative or positive, of learning to teach. Memories represent one source of material which assists teacher candidates to grow into reflective professionals and is a tool with a multitude of uses for teacher educators. Teacher tales represent one reasonable point to initiate revision of the past, and more importantly challenge present beliefs. (Author/LL)